Buxton Nursery

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About Buxton Nursery

Name Buxton Nursery
Ofsted Inspections
Address Buxton County Infant School, Hardwick Square South, Buxton, Derbyshire, SK17 6QB
Type Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Derbyshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children laugh and giggle as they play and learn. Older children in the pre-school room have started to develop friendships and use their imagination to play games, for example as they build 'space rockets' to 'fly to Jupiter'.

All children respond with interest when skilled staff introduce new ideas and challenges to their play. A baby using paint was supported to explore the texture of the paint on their handsand to rub their painted hands on paper to make marks.Children show that they feel secure as they move confidently around the nursery.

They challenge themselves and take calculated risks, while building their kn...owledge and skills. For example, they learn to confidently walk on the balance beam they made, at first with staff holding their hand and eventually independently.Children learn about how things work and why they have to do things.

After their dance session, pre-school children knew to use hand sanitiser because they had been playing in the school hall. They have also learned about 'left' and 'right' because the staff squirt a different hand each time and tell the children which hand they have squirted.Children are kind and considerate.

Older children in the nursery room are careful when they play near to babies. They help each other, for example when they work together on the computer.

What does the early years setting do well and what does it need to do better?

The manager has a clear understanding of the nursery curriculum, what they want children to learn and how they are supporting the learning.

Children's key persons are knowledgeable about their group of children. They make sure that children have the equipment, support and experiences they need to develop the knowledge and practise the skills they need for future learning.Staff plan carefully for children's play.

They take into account the children's interests and how they can best support their development. Children built dens using resources provided by staff, who have a clear idea of what they want children to learn. Children learned to work together using sheets, ropes and clips.

They talked to each other and followed instructions, and the intended outcome was achieved. When they had finished, children naturally formed smaller groups and built campfires with twigs, and created furniture from wooden blocks.Additional funding is used carefully to support the children in receipt of funded early education.

Sessions in woodlands and swimming lessons are some of the activities that children have accessed through use of funding while at the nursery. This has helped them and other children to broaden their life experiences and develop their understanding of the wider world.Pre-school children fully engage in large-group activities, such as dance sessions which have been designed to promote their physical development.

Children move to different types of music and listen for the music stopping. They watch and copy as staff jump and jiggle to fast-tempo music and use floaty, fluid movements when music has a slow tempo. Children become absorbed in their play.

Toddlers explore building bricks and are proud when they make a tower.Staff have focused very strongly on children's social and emotional development during the COVID-19 (coronavirus) pandemic. They skilfully introduce feelings and emotions to children through games.

For example, during a game, children ask 'Mr Wolf' how he is feeling. Staff acknowledge and help children to express how they feel. They reassure children that it is okay to feel sad or upset.

Children with special educational needs and/or disabilities (SEND) are fully supported to access the curriculum. Staff are actively involved in working with other professionals to develop learning plans and support smooth transitions to school.A small number of newer staff have less understanding of why children have been invited to complete an activity and what they intend children to learn from it.

They supervise or occasionally do too much to help the children. This sometimes results in children's choice and creativity being restricted.Staff deployment does not always support the children's learning and play.

At times, the demands from children who need extra support mean that other children do not always have the access to staff who they want. This is especially relevant if staff have to leave the room to take children to the toilet.Since the last inspection, staff and the manager have worked hard to improve their knowledge and understanding of safeguarding policies and procedures.

They now have very secure procedures that are understood and used effectively by all staff.


The arrangements for safeguarding are effective.All staff fully understand their role and responsibility to keep children safe from harm.

They can describe the signs and symptoms of abuse and know who the designated lead practitioners for safeguarding are in the setting. Staff act promptly when they have a concern about a child and they are fully involved in any meetings about families with the local authority children's social care team. The nursery is on a school site and is safe and secure.

Staff complete daily safety checks and continuously assess the environment for risks. They remove any hazards as soon as they are identified.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop less-experienced staff's knowledge of how to recognise the intent of the curriculum so that activities and experiences are more relevant to all children's learning revise staff deployment so that children have access to staff support and guidance at all times.